question assigment

Lesson Title: Exploring Shapes

Standard(s) :

K.G.A.2: Correctly name shapes regardless of their orientations or overall size.

K.G.B.4: Analyze and compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

Big Idea:

Introduce kindergarten students to various shapes, both two-dimensional and three-dimensional, so that they can understand how to identify, describe, and compare shapes using appropriate mathematical language.

The big idea is connected to the lesson since, in connection to K.G.A.2, students will correctly name shapes regardless of their orientations. The teacher will introduce new shapes and then require the students to pick an interest. In connection to K.G.B.4, students shall compare two- and three-dimensional shapes using informal language, and then they shall describe their similarities, differences, and attributes.

Learning Objectives (Measurable):

· Students shall correctly name basic shapes, including squares, circles, triangles, rectangles, and cubes.

· Students shall compare shapes based on their attributes, such as the number of sides and corners and whether they are flat or solid.

Learning Target (s):

· I can name shapes like squares, circles, triangles, rectangles, and cubes.

· I can compare shapes by looking at their sides and corners.

Connections to Prior Learning and Data:

The lesson plan improves students' existing knowledge about words. Pre-assessment data is applicable to perform informal observations that measure students' familiarity with shapes and guide instruction. Progress towards the learning objectives/targets will be measured through formative assessments during the lesson.

Resources and Materials:

· Visual aids: Shape posters, flashcards, and real-life objects representing different shapes.

· Manipulatives: Pattern blocks, shape puzzles, and 3D shape models.

· Videos: Educational videos that indicate shapes and their attributes.

· Books: Picture from books.

Source: https://tools.achievethecore.org/coherence-map/K/41/476/476

Language Development :

· Introduce vocabulary using interactive activities like songs.

· Use hands-on manipulatives and visuals to reinforce new vocabulary.

· Provide opportunities for students to practice speaking, listening, and writing new vocabulary.

· Assess language development using observation of student participation

Technology Integration:

· Interactive whiteboard

· Educational apps and software.

· Video camera.

Questioning and Scaffolding of Questions:

Essential Question:

Why is it important to know the names of shapes?

Guiding questions:

• How do shapes in our environment help us in everyday life?

• Can you find examples of shapes around our classroom or school?

Assessments (Formative and Summative):

Formative Assessment:

The teacher shall show students pictures of different shapes and ask them to name each shape. This will test their prior knowledge and understanding of shapes.

When students engage in hands-on activities, observe their ability to identify and describe shapes. Offer them immediate feedback and guidance.

Summative Assessment:

Present some shapes to students and ask them to sort them into different categories of characteristics like corners and sides to demonstrate their understanding of shapes and their attributes.

Differentiation/Specially Designed Instruction:

Use visual aids like colorful and large shapes for students with visual issues.

Provide verbal prompts like simple instructions for students with language delays or English language learners (ELLs).

Students with fine motor challenges can be provided with manipulatives of larger sizes for easy handling.

Implement guided practice sessions where students work closely with the teacher or a paraprofessional to reinforce shape identification.

Connecting Theory and Practice:

Constructivism is applicable in learning by allowing an individual to implement their unique perspective in learning so that there can be advanced operations of all activities (Shah, 2019). Students can construct their exceptional understanding of shapes by exploring them and ensuring they attain cognitive development.

Another theory is Piaget's theory of cognitive development, which addresses the different stages that children experience, which determine their understanding of new concepts (Winstanley, 2022). Improvement in children's learning will be possible when they adhere to unique types of concepts needed to influence their understanding of how shapes appear.

References:

Shah, R. K. (2019). Effective Constructivist Teaching Learning in the Classroom. Shanlax International Journal of Education, vol. 7, no. 4, 2019, pp. 1–13. DOI: https://doi.org/10.34293/ education.v7i4.600

Winstanley, M. A. (2022). Stages in theory and experiment. fuzzy-structuralism and piagetian stages. Integrative Psychological and Behavioral Science, 57(1). https://doi.org/10.1007/s12124-022-09702-7

Lesson Planning:

Introduction to New Learning/Beginning of lesson: (I DO) Minutes [ ]

Teacher Actions (What teacher will do)

Student Actions (What students will do)

The teacher will set a purpose for learning by explaining how knowing shapes helps people to recognize objects in the world.

The teacher will connect big idea of teaching shapes using the essential question presented to students “How can we identify different shapes in our environment?"

The teacher shall engage learners by informing them of real-life objects and asking them to identify the shapes.

The teacher shall implement explicit teaching by showing examples and non-examples of each shape.

Students will participate in discussion sessions.

Students shall identify the shapes of real-life objects.

Students shall listen to the teacher’s directions.

Guided Practice : (WE DO): Minutes [ ]

Teacher Actions (What teacher will do)

Student Actions (What students will do)

The teacher will restate the lesson's focus by saying, "Now, let's practice identifying shapes together."

The teacher will guide students by showing them different shapes.

The teacher will pose questions to different students to stimulate their thinking.

The teacher shall encourage students to explain the reasons why they named some shapes as they did.

Students will be expected to read out loud the names of shapes.

Students shall engage in discussion about shapes.

Students shall demonstrate deep understanding by discussing with each other.

Independent Practice: (YOU DO) Minutes [ ]

Teacher Actions (What teacher will do)

Student Actions (What students will do)

The teacher shall provide worksheets for different activities for naming shapes.

The teacher shall assess students’ work using observation of their completed worksheets.

Students will engage in practice activities to demonstrate their understanding.

Students shall engage in the tasks provided.

Group 1

Students:5

Para(s):2

Differentiation:

Provide students with an activity of sorting different shapes. They will then sort shapes based on their characteristics.

Group 2

Students:5

Para(s):

Differentiation:

Students will use visual aids and simplified instructions. They shall match shapes to objects with pictures.

Group 3

Students:5

Para(s):

Differentiation:

The teacher will guide students through different sessions. Students will work with the teacher to identify shapes.

Last Five: (5 minutes)

Teacher Actions (What teacher will do)

Student Actions (What students will do)

The teacher shall review content areas and improve operations in the lesson.

The teacher will revisit focus questions to identify students’ comprehension.

The teacher shall review students learning areas.

Students shall be expected to repeat the learning targets.

Students shall share their lesson experiences.

Closure and Extension of Lesson:

Teacher Actions (What teacher will do)

Student Actions (What students will do)

The teacher will review content areas to learn about shapes.

The teacher will implement a summative assessment.

The teacher will offer time for students to perform further activities.

Students shall show evidence of learning shapes.

Students shall respond to assessments.

Reflection:

The lesson for teaching shapes has improved the learning objectives by addressing key content areas and ensuring advanced learning is provided to students. Addressing potential challenges is possible by implementing hands-on activities among different students so that their comprehension of learning materials becomes advanced.